Innovative Pedagogical Approaches in Music Education: from Traditional Methods to Digital Technologies

Abstract

The purpose of the study is to empirically identify and comparatively analyze the structural parameters of the organization of music education courses in traditional and digitally integrated formats based on a retrospective content analysis of educational documentation. The study was conducted on the basis of 64 courses in instrumental performance, music theory, and composition implemented in three art schools and the Department of Music Pedagogy in 2022–2025. The courses were divided into traditional (34) and digitally integrated (30) according to the proportion of digital tools and the availability of project assignments; statistical comparison of the groups was carried out using parametric and non-parametric criteria with a significance level of less than 0.05. Statistically significant differences were found for all coded parameters: the share of reproductive exercises in traditional courses was 68.4 percent versus 39.6 percent in digitally integrated courses; the share of classes with digital tools was 8.3 and 36.8 percent, respectively; the average number of project assignments increased from 0.9 to 3.7 per course; the level of autonomy of learning activities increased from 0.62 to 1.53 points on a three-point scale. The results indicate the existence of consistent structural differences in the way learning activities are organized and confirm that digitally integrated courses are characterized by a higher project orientation, greater autonomy of students, and systematic use of digital tools.